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Historically underrepresented college students and natural mentoring relationships: A systematic review

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  • Monjaras-Gaytan, Lidia Y.
  • Sánchez, Bernadette

Abstract

Historically underrepresented college students experience barriers during college. One source of support that may help students manage these challenges is natural mentors. However, research on historically underrepresented college students’ natural mentoring relationships is limited. The aim of this systematic review was to examine studies of historically underrepresented college students’ natural mentoring relationships during college and to provide recommendations for future research. The research questions that guided the review were (a) What are the characteristics of these relationships? (b) What factors are associated with these relationships during college? and (c) Are the outcomes associated with having these relationships moderated by type of mentor? Examined studies demonstrated that natural mentors offer a variety of support in various aspects of students’ lives. Relationships were linked to multiple benefits for this population, including psychological well-being, positive academic outcomes, improved self-concept, increased motivation, and development of interpersonal skills broadly. This review showed that there are still many gaps in the literature on the nuances of these relationships and the development of the relationships for historically underrepresented college students.

Suggested Citation

  • Monjaras-Gaytan, Lidia Y. & Sánchez, Bernadette, 2023. "Historically underrepresented college students and natural mentoring relationships: A systematic review," Children and Youth Services Review, Elsevier, vol. 149(C).
    • Handle: RePEc:eee:cysrev:v:149:y:2023:i:c:s0190740923001603
    DOI: 10.1016/j.childyouth.2023.106965
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    1. Tachelle Banks & Jennifer Dohy, 2019. "Mitigating Barriers to Persistence: A Review of Efforts to Improve Retention and Graduation Rates for Students of Color in Higher Education," Higher Education Studies, Canadian Center of Science and Education, vol. 9(1), pages 118-131, March.
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